Hoole, Rachel Louise

Childminder

Unique reference number (URN): 2759473 Registered with Ofsted: 27/11/2023 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children make good progress from their starting points and develop the key skills they need for their next stage of learning. They show increasing confidence in familiar routines and move between activities independently. Children make choices about where and how they play, showing growing independence and self-direction.

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Achievement Expected standard

Children develop communication skills as they begin to express their needs and preferences. They respond to familiar words and instructions and show understanding through their actions. Some children begin to use words and sounds to communicate, while others use gestures and expressions effectively. This supports their ability to interact with others and take part in daily routines.

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Achievement Expected standard

Children develop their social skills as they learn to play alongside and with others. They take turns, share resources and begin to understand expectations. They show awareness of others and respond positively to guidance, which supports their emotional development.

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Achievement Expected standard

Children also develop their understanding of the world through exploring their environment and engaging in a range of experiences. They show curiosity, investigate resources and try new activities. This helps them to build knowledge and develop awareness of how to solve problems for themselves.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and understand what is expected of them. The childminder has established clear and consistent routines, which help children to feel secure. Children follow daily routines with confidence. For example, they independently wash their hands before snack time, sit appropriately for meals and help to clear away afterwards. This supports their understanding of expectations and promotes independence.

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Behaviour, attitudes and establishing routines Expected standard

Relationships are warm and respectful. The childminder models kindness and encourages children to use 'kind hands'. Children begin to manage their own behaviour and demonstrate understanding of expectations. For example, they show awareness of how to behave towards others and respond positively to reminders. Children play cooperatively, share resources and help one another, which supports their social development.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes to learning. They are engaged, curious and willing to try new activities. They sustain their attention and confidently explore the environment. The childminder adapts her approach to meet children's individual needs, ensuring all children can take part and succeed. This inclusive approach helps children to build confidence and resilience.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of regular attendance and consistency in routines. Children attend regularly and are familiar with expectations, which supports their emotional security and engagement in learning. The childminder communicates effectively with parents to support children's participation and ensure continuity in their experiences.

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Children's welfare and wellbeing Expected standard

Children are cared for in a warm, nurturing environment where their emotional wellbeing is prioritised. The childminder builds secure relationships with children, helping them to feel safe and settled. Children confidently approach adults for support and reassurance, showing they feel secure. The childminder is aware of children's individual needs and adapts care accordingly. She supports children to manage their emotions through calm interactions and clear guidance. This helps children to develop a sense of emotional wellbeing and security.

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Children's welfare and wellbeing Expected standard

Children are supported to develop healthy lifestyles. They are offered a range of nutritious foods and are encouraged to make choices, such as selecting fruit and choosing water or milk. The childminder promotes good oral health through supervised toothbrushing and by working with parents to reinforce this at home. Children also benefit from regular outdoor play and physical activity, supporting their overall health and development.

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Children's welfare and wellbeing Expected standard

The childminder promotes children's independence and self-care skills through daily routines. Children wash their hands before meals, clean their faces after eating and take part in caring for their environment. They are supported to understand routines and expectations, which helps them to feel secure and develop confidence. However, on occasion, children are not consistently supported to follow routines that help them develop long-lasting, healthy habits.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of what she wants children to learn. She focuses on building children's confidence, independence and communication skills. She knows the children well and uses this knowledge to shape learning around their interests. For example, she uses music, movement and sensory resources to engage children, which supports both their enjoyment and early language development. As a result, children are motivated to join in and begin to develop their vocabulary through songs, actions and repeated language.

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Curriculum and teaching Expected standard

Teaching is effective and responsive. The childminder models language consistently, narrates children's play and introduces new words during activities such as play dough and sensory play. She also uses mathematical language, such as 'more', 'less' and 'empty', helping children to build early mathematics skills. Children actively engage, demonstrate curiosity and keenly explore, which supports their learning across all areas.

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Curriculum and teaching Expected standard

The curriculum is planned to meet children's individual needs and stages of development. The childminder uses ongoing assessment to identify what children can do and plans next steps accordingly. For example, she supports children's physical development by encouraging movement through play and works with parents to support this at home. This helps children to make progress from their starting points.

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Curriculum and teaching Expected standard

The childminder ensures that children who may face barriers to learning are supported to access the curriculum. She adapts her teaching, interactions and environment to meet children's needs, including those developing their speech and language. For example, she uses repetition, modelling and visual cues to support understanding and communication. This helps children to take part in activities alongside their peers and make progress across the areas of learning. There is a strong focus on communication and language. The childminder adapts her teaching for children who are developing speech, using repetition and clear modelling. She also ensures children have opportunities to practise skills through play and routine activities. Although teaching is effective, more robust approaches to setting clear, targeted expectations for staff will help to reinforce the quality of the curriculum and teaching further.

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Inclusion Expected standard

The childminder creates an inclusive environment where children's individual needs are recognised and valued. She gathers detailed information from parents during settling-in sessions and uses this to adapt her care and environment. For example, she has incorporated home languages and cultural experiences, such as using Portuguese words and celebrating festivals. This helps children to feel respected and develop a strong sense of belonging.

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Inclusion Expected standard

The childminder identifies children's needs and responds appropriately. She has recently completed training to support children with special educational needs and/or disabilities and around children's communication and language to strengthen her practice. She uses her knowledge to support children's development, such as modelling language and adapting interactions to encourage early speech. As a result, children develop confidence and begin to communicate more effectively. The childminder works in partnership with parents to identify and support children who may need additional help. She shares information about children's development and signposts families to external services when appropriate. This helps to reduce barriers and ensures families receive timely guidance.

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Inclusion Expected standard

The childminder understands the importance of consistency between home and the setting. She works with parents to support children's behaviour and development, ensuring approaches are aligned. She also has a secure understanding of local processes and support available, which strengthens her ability to respond if children's needs change. The childminder demonstrates a sound understanding of additional funding, such as early years pupil premium. Although she has not yet had children eligible for this, she understands how it could be used to enhance children's learning and development, for example by providing additional resources or targeted support. This shows readiness to respond effectively to the needs of disadvantaged children.

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Leadership and governance Expected standard

The childminder has a clear understanding of her provision and what she wants to achieve for children. She creates a warm, home-from-home environment where children feel safe, valued and supported. She reflects on her practice and has taken steps to improve, for example developing the outdoor area and completing additional training to strengthen her understanding of children's needs. This has a positive impact on children's experiences and the opportunities available to them.

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Leadership and governance Expected standard

The childminder supports staff wellbeing and provides ongoing guidance and support to help ensure the curriculum is implemented effectively. She recognises that there are further improvements she could make to strengthen professional development opportunities for staff. The childminder engages in professional development to improve her knowledge and practice. Recent training to support children with special educational needs and/or disabilities is beginning to inform her work with children. She understands her responsibilities and makes decisions in the best interests of children, for example, choosing to focus on her current provision rather than expanding in ways that may not be sustainable.

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Leadership and governance Expected standard

Partnerships with parents are positive. The childminder shares information about children's development and provides resources to support learning at home. This helps to ensure consistency and supports children to make continued progress.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are happy, settled and confident in this welcoming, home-from-home environment. They arrive ready to play and quickly engage in activities that reflect their interests. Children confidently explore the environment and approach adults and visitors with ease. This shows they feel safe, secure and well supported.

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What it's like to be a child at this setting

Children enjoy a wide range of experiences that support their development across all areas of learning. The childminder builds learning around children's interests. For example, she uses music, fabrics and movement to engage children. This supports both their emotional security and early communication skills. Children develop their language as the childminder models words, repeats phrases and talks about what they are doing. This helps children begin to use words and join in with familiar songs and rhymes.

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What it's like to be a child at this setting

Children develop independence from an early age. They choose their own snacks, peel fruit and clear away after eating. Older children confidently put on their own coats and help younger children with theirs. This builds their confidence and supports their readiness for the next stage of learning. Children understand daily routines well. They respond to familiar cues, such as tidy-up songs, and gather their cushions as they prepare to take part in group activities such as story time.

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What it's like to be a child at this setting

Children behave well and show kindness towards each other. They are reminded to use 'kind hands' and begin to manage their own behaviour. For example, children respond to reminders by showing they understand expectations. This helps them to develop positive relationships and social skills.

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What it's like to be a child at this setting

Children benefit from an inclusive environment where their individual needs and backgrounds are valued. The childminder adapts care to meet children's needs, such as adjusting the environment for specific sensory needs or incorporating home languages and cultural celebrations. This helps children to feel valued and develop a strong sense of belonging.

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Next steps

The childminder should further strengthen her routines to support children to develop long-lasting, healthy habits. The childminder should improve professional learning opportunities for staff to further enhance their work with children.

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About this inspection

The inspector spoke with staff during the inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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